Information Value of Feedback With Preschool Children.

Autor/inn/en	Stern, Carolyn; Teager, Joyce
Institution	California Univ., Los Angeles.
Titel	Information Value of Feedback With Preschool Children.
Quelle	(1968), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Concept Teaching; Disadvantaged; Feedback; Hypothesis Testing; Information Utilization; Learning Processes; Motivation; Performance Factors; Pilot Projects; Preschool Children; Reinforcement; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Informationsnutzung; Learning process; Lernprozess; psychologische; Motivation (psychologisch); Leistungsindikator; Pilot project; Modellversuch; Pilotprojekt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Positive Verstärkung
Abstract	Nineteen Negro children, ages 5 to 5 1/2, were divided into four treatment groups to study the value of feedback to learning. Group I received feedback on correct and incorrect responses on a simple concept identification task. Group II received information only on correct answers. Group III were given the same task as I and II, but received no feedback. Group IV did not have any task practice between testing sessions. All children were pre- and posttested with the Peabody Picture Vocabulary Test, and given a transfer test, the Edwards Multiple Categorization Test, after the training period. The results showed that although Group II happened to have a higher mental age than Group I, the performance of the two groups on the concept identification task was not significantly different. The performance of Group I on the transfer test was superior to that of all other groups. Although the population was small, and the program content was insufficiently challenging to provide definitive results, it appears that preschool children are able to look at feedback as information and to profit from such guidance in concept identification. Further study is indicated. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC